Between Tolerance and Respect: A Case Study of Gender-Based Violence in a Mexico City Middle School
Notice bibliographique
Résumé
This paper reports research advances about social construction of gender violence. It proposes that reproduction of models of femininity and masculinity prevailing in contexts of various individuals attending school contribute to augmenting climate of violence and misconduct. The analysis centres on meanings, expectations and practices associated with value of respect between couples as well as between gender-differentiated hierarchical positions. The results will allow for design of an intervention model transferrable to other educational contexts and based on proposals of educational communities. ********** This paper presents findings of an ongoing study on gender-based violence as one of multiple threads that make up web of daily interaction in a Mexico City middle school. The worldwide rise in school violence has posed need for prevention, and not just remedial or control strategies, when addressing such pressing matters. One first step in this direction can be made by means of a clear distinction between violence and lack of discipline. Stressing former, as Alfredo Furlan (2005, pp. 634-635) has pointed out, may risk loss of school's agency; thus yielding its place to other institutions, where adoption of various viewpoints on study and treatment of violence may result in a depiction of student as a potential felon or addict. The use of a gender perspective, rarely considered in Mexico for study of school violence, implies shifting our focus to an organizational form of social relations and that positions subjects in an unequal hierarchical system based on sexist arguments. The category of gender allows for an account of hegemonic domination that endows masculinity and femininity with status of universal truths, stemming from conception of biological features in essentialist terms. So, what can gender studies contribute to study of school violence? A strong assumption guiding this research may help provide an answer: reproduction of mainstream models of masculinity and femininity contributes to intensification of climate of violence and lack of discipline in educational institutions at all levels. The hypothesis draws from concept of climate, a meteorologic metaphor that Fernando Onetto refers to as the institutional capability to meet legitimate expectations of its members. He further poses that the climate quality of an institution is measured by satisfaction level of its members when working together in it ... and has an impact on quality of results and interactions (Onetto, 2004, pp. 10-11). A favourable school climate is an achievement that calls for involvement of all social agents at a school. In that spirit, this study proposes to analyze social construction of violence directly with those involved, in order to plan sensitization and prevention strategies that rely on communication rather than by resorting to violence and thereby cancelling very possibility of success. Thus, final considerations of this paper point toward design of intervention proposals that can be useful in diverse school contexts. Conceptual Framework Gender-based violence is a term used to define a specific kind of violence brought about by differential socialization and subjectivization of men and women. Fundamentally physiological differences between sexes (those apparent male/female distinctions endorsed by common sense, that conceive of each as one-sided and mutually exclusive) end up legitimating socially constructed inequity among subjects. Asymmetry between men and women (as well as those who deviate from hegemonic model) is thus brought about and presented as universal and self-evident by a legitimized order of male domination. For Bourdieu and Wacquant, logic of male domination appeals to an interplay of dichotomous categories (that is, terms that are exhaustive: containing all universe of discourse; and exclusive: belonging to one side of dichotomy never to be shared by other). …
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
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